scholarly journals From the Lab to the Field: Effects of Self-Talk on Task Performance Under Distracting Conditions

2018 ◽  
Vol 32 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Evangelos Galanis ◽  
Antonis Hatzigeorgiadis ◽  
Nikos Comoutos ◽  
Fedra Charachousi ◽  
Xavier Sanchez
Keyword(s):  
Task Performance ◽  
Field Experiments ◽  
Computer Game ◽  
Control Group ◽  
Science Students ◽  
Baseline Assessment ◽  
Basketball Players ◽  
Self Talk ◽  
Viable Mechanism ◽  
Better Than

This study explored the effectiveness of self-talk strategies on task performance under conditions of external distraction in laboratory and field experiments. In the laboratory experiment, 28 sport science students (Mage 21.48±1.58 years) were tested on a computer game requiring attention and fine execution following a baseline assessment and a short self-talk training. In the field experiment, 28 female basketball players (Mage 20.96±4.51 years) were tested on free-throwing, following a baseline assessment and a six-week intervention. In both settings the final assessment took place under conditions of external distraction (noncontinuous, sudden, loud noise). Analyses of covariance showed that participants of the self-talk group performed better than participants of the control group. Findings suggest that self-talk can counter the effects of distraction on performance, and indicate that the attentional effects of self-talk is a viable mechanism to explain the facilitating effects of self-talk on performance.

Enhancing Performance and Skill Acquisition in Novice Basketball Players with Instructional Self-Talk

2002 ◽  
Vol 16 (4) ◽  
pp. 368-383 ◽  
Author(s):  
Stefanos Perkos ◽  
Yannis Theodorakis ◽  
Stiliani Chroni
Keyword(s):  
Skill Acquisition ◽  
Repeated Measures ◽  
Performance Enhancement ◽  
Control Group ◽  
Basketball Players ◽  
Self Talk ◽  
Passing Scores ◽  
And Performance ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of instructional self-talk on acquiring and performing three basketball skills (dribbling, passing, and shooting). Sixty-two young, novice players were organized into two groups. The experimental group accompanied the practice of three specific drills with self-talk. The control group performed the same drills traditionally. Six assessment sessions were completed. Repeated measures MANOVAs showed that experimental group participants performed better than their control group counterparts when dribbling and passing. Experimental group participants and their coaches reported using self-talk more when passing and dribbling and less when shooting. In addition, experimental group participants achieved significantly better dribbling and passing scores (p < .05) between assessment sessions. These results support instructional self-talk as an effective tool for skill acquisition and performance enhancement of skills low in complexity.

Investigating the Functions of Self-Talk: The Effects of Motivational Self-Talk on Self-Efficacy and Performance in Young Tennis Players

2008 ◽  
Vol 22 (4) ◽  
pp. 458-471 ◽  
Author(s):  
Antonis Hatzigeorgiadis ◽  
Nikos Zourbanos ◽  
Christos Goltsios ◽  
Yannis Theodorakis
Keyword(s):  
Self Efficacy ◽  
Mixed Model ◽  
Control Group ◽  
Significant Group ◽  
Tennis Players ◽  
Self Talk ◽  
And Performance ◽  
Viable Mechanism ◽  
Experimental Group

The purpose of the current study was to examine the effects of motivational self-talk on self-efficacy and performance. Participants were 46 young tennis players (mean age 13.26, SD 1.96 years). The experiment was completed in five sessions. In the first session, participants performed a forehand drive task. Subsequently, they were divided into an experimental and a control group. Both groups followed the same training protocol for three sessions, with the experimental group practicing self-talk. In the final session, participants repeated the forehand drive task, with participants in the experimental group using motivational self-talk. Mixed model ANOVAs revealed significant group by time interactions for self-efficacy (p < .05) and performance (p < .01). Follow-up comparisons showed that self-efficacy and performance of the experimental group increased significantly (p < .01), whereas self-efficacy and performance of the control group had no significant changes. Furthermore, correlation analysis showed that increases in self-efficacy were positively related to increases in performance (p < .05). The results of the study suggest that increases in self-efficacy may be a viable mechanism explaining the facilitating effects of self-talk on performance.

scholarly journals The Result Of Study Biology Observed From Preview, Question, Read, Reflect, Recite, Review (PQ4R) Learning Method and learning Interest Of Student’s on X Grade Of Sma Negeri 1 Kebakkramat In Academic Year 2011/2012

BIO-PEDAGOGI ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Arum Yulistiati ◽  
Alvi Rosyidi ◽  
Joko Ariyanto
Keyword(s):  
Significant Influence ◽  
Cognitive Domain ◽  
Control Group ◽  
Science Students ◽  
Design Learning ◽  
Observation Learning ◽  
Learning Interest ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

<p>The purposes of this research were to know: 1) the influence of Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod to the result of study biology; 2) the influence of student’s learning interest to the result of study biology; 3) the interaction between learning metod and learning interest to the result of study biology: and 4) the influence of better learning metod to the result of study biology. This research was quasi experiment research using Randomized Control Only design. Learning metod and learning interest were independent variables and student’s achievement of study biology was the dependent variable. The population of this research was all of  X grade of natural science students of SMA Negeri 1 Kebakkramat. The samples of this research were the students of class X-5 as the control group and students of class X-4 as the experimental group.  The sample of this research was established by cluster random sampling. The data about the result of study biology collected by use test and observation. Learning interest meansured by using questionnaires. The analisis of this research was anava two away in different cell and the advance test used Bunfferoni test. The conclusion of this research were: 1) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod had significant influence to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat; 2) Learning interest had significant influence to the result of study biology on X grade of SMA Negeri 1 Kebakkramat; 3) There wasn’t interaction between learning metod and learning interest to the result of study biology on X grade of SMA Negeri 1 Kebakkramat: and 4) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod was better than conventional to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat.</p><p> </p>

scholarly journals The effects of self-talk on free throw performance and the level of anxiety among male novice basketball players

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohd Saufi Dali ◽  
Vincent A. Parnabas
Keyword(s):  
Trait Anxiety ◽  
Intervention Group ◽  
Anxiety Level ◽  
Control Group ◽  
Post Intervention ◽  
Basketball Players ◽  
Free Throw ◽  
Self Talk ◽  
Post Test ◽  
And Control

The present study has been conducted to investigate the effects of self-talk on free throw performance and the level of anxiety among male novice basketball players. Forty-eight (48) male novice basketball players (22.27 ± 1.47 years) was selected. The participants were assigned into four matched groups of twelve (12) participants: instructional self-talk (IST), motivational self-talk (MST) and the combination of instructional and motivational self-talk (CIMST) and control. Throw accuracy and anxiety’s level were measured on a 5-point scale and State-Trait Anxiety Inventory for Adults (STAI). Training protocol contains a pre-test and post-test to indicate the intervention effect on anxiety level and free throw performance. The participants compete against each other to get the highest score in post free throw performance. The data were analyzed by using mixed between-within subjects analysis of variance (ANOVA). The finding showed that state and trait anxiety level of post-intervention was significantly lower than pre-intervention in all groups (p<.05). The results of free throw performance showed the instructional self-talk intervention group was significantly improved from pre-intervention to post-intervention followed by the combination of instructional and motivational self-talk intervention group, motivational self-talk intervention group and control group (p<.05). However, there was no significant differences in anxiety level and free throw performance among all groups (p>.05). Therefore, it is recommended that self-talk can be used to enhance the free throw performance and reduce the anxiety’s level for the novice athletes. 

Comparing the Mathematics Continuous Performance Test With Other Measures of Tests of Attention

2016 ◽  
Vol 32 (4) ◽  
pp. 291-297 ◽  
Author(s):  
Dubi Lufi ◽  
Shachar Pan
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Clinical Population ◽  
Control Group ◽  
Continuous Performance ◽  
Adhd Assessment ◽  
Research Reporting ◽  
Hyperactivity Disorder ◽  
Continuous Performance Tests ◽  
Better Than

Abstract. Several studies have shown that Continuous Performance Tests (CPT) can diagnose Attention Deficit Hyperactivity Disorder (ADHD) better than other tests. Research reporting comparisons of two or more CPT-type tests is scarce. The purpose of the study was to compare the Mathematics Continuous Performance Test (MATH-CPT) with another CPT-type test (CPT II) and a questionnaire (the Brown Scale). The comparison was carried out by looking at correlations among subscales and checking the precision of detecting ADHD. Ninety-five high school and college students participated in the study, 41 with ADHD were the research group and 54 were the control group. The participants performed the two tests and answered the questionnaire. The results showed that the MATH-CPT correctly identified 74.50% of the participants of both groups as compared to the 71.60% of the CPT II. Correlations between the two CPT-type tests were moderate; however, they were similar to correlations found in other studies comparing similar tools. The MATH-CPT, final attention formula, showed significant correlations with the Brown scales, while the CPT II, confidence index associated with ADHD assessment, showed nonsignificant correlations with the questionnaire. The study indicated that MATH-CPT can be used with a clinical population of ADHD and for research purposes.

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Noor
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Team Games ◽  
Conventional Models ◽  
Grade Material ◽  
Normalized Gain ◽  
Cooperative Models ◽  
Better Than

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

scholarly journals Hand Preference and Performance in Basketball Tasks

2019 ◽  
Vol 16 (22) ◽  
pp. 4336 ◽  
Author(s):  
Emanuela Gualdi-Russo ◽  
Natascia Rinaldo ◽  
Alba Pasini ◽  
Luciana Zaccagni
Keyword(s):  
Professional Training ◽  
Factor Model ◽  
Hand Preference ◽  
Control Group ◽  
Basketball Players ◽  
Confirmatory Factor Analyses ◽  
Left Hand ◽  
Confirmatory Factor ◽  
And Performance ◽  
The Right

The aims of this study were to develop and validate an instrument to quantitatively assess the handedness of basketballers in basketball tasks (Basketball Handedness Inventory, BaHI) and to compare it with their handedness in daily activities by the Edinburgh Handedness Inventory (EHI). The participants were 111 basketballers and 40 controls. All subjects completed the EHI and only basketballers filled in the BaHI. To validate the BaHI, a voluntary subsample of basketballers repeated the BaHI. Exploratory and confirmatory factor analyses supported a two-factor model. Our results show that: (i) Handedness score (R) in daily actions did not differ between basketball players (R by EHI = 69.3 ± 44.6) and the control group (R by EHI = 64.5 ± 58.6); (ii) basketballers more frequently favored performing certain sport tasks with the left hand or mixed hands (as highlighted by R by BaHI = 50.1 ± 47.1), although their choice was primarily the right hand in everyday gestures; and (iii) this preference was especially true for athletes at the highest levels of performance (R by BaHI of A1 league = 38.6 ± 58.3) and for those playing in selected roles (point guard’s R = 29.4 ± 67.4). Our findings suggest that professional training induces handedness changes in basketball tasks. The BaHI provides a valid and reliable measure of the skilled hand in basketball. This will allow coaches to assess mastery of the ball according to the hand used by the athlete in the different tasks and roles.

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